The Efficacy of Zones of Regulation in Teaching Grade 3 and 4 Students Self-Regulation Skills

View/Open

Date

Author

Metadata

Abstract

The aim of this paper was to examine the phenomenological experience of the teacher while teaching a grade 3 and 4 students the Zones of Regulation program. The Zones of Regulation program’s aims are to teach students self-regulation skills and strategies. The project described in this paper was an action research study conducted by myself, the educator in the participants’ grade 3 and 4 classroom. The Zones of Regulation was implemented to determine if it would improve observed self-regulation skills, which would in turn have an effect on student learning outcomes. Observations and students’ comments were recorded in a journal by the teacher/researcher after Zones of Regulation class lessons were conducted. A thematic analysis of the journal data collected was then undertaken. The themes of self-awareness, focus, empathy, acceptance, influence and empowerment, and student activity were uncovered by this project. As a result of this action research project, the researcher’s subjective evaluation was that Zones of Regulation was valuable in teaching self-regulation skills and strategies. Ideas for further research are discussed in this paper so that educators might be able to create school communities that are comprised of learners who successfully can self-regulate in order for every student to maximize their learning potential.